Based on the consideration of the problems found and the possible causes of them, the discussion with the English teacher, the Interview with the English
teacher and some students, and the questionnaire result on the students’ learning style preference, which was visual, the researcher decided to use cue cards as the
media to i mprove the students’ writing skills.
In Impelemting the cue cards, the researcher had a problem with picking the right pictures for the cue cards. Thus, the researcher made a quick observation on
the students’ preferences, so the pictures picked for the cue cards would suit the students. The researcher also had casual interviews with some of the students to
know more about them and also based the picking of the pictures from the result of the interviews.
B. The Implementation of Cycle I
1. Planning
After getting information in the reconnaissance stage, the researcher and the collaborator decided the main problems to solve and planned several
actions to solve the problems, namely:
a Implementing Cue Cards as an effort to stimulate the students’
ideas
During the actions implemented, the researcher acted as the teacher in the class. The researcher and the collaborators planned to deliver the
instruction bilingually since the majority of the students could not comprehend English well. The media used in the class were cue cards.
The picture in the cue cards were expected to help the students to find
ideas for them to write. Previously, they might not find, or hardly find ideas to write since there was not a real object to write. By giving them
the cue cards, the students were expected to be able to observe directly the subject of their writing. In the cue cards, researcher also put some
clues, so the students could use them for their works.
b Improving the students’ writing ability, especially in terms of
vocabulary and the organization of the text
The researcher would give some pictures related to the physical appearance of a person to the students. This action was taken because it
would be easier for the researcher to explain some new vocabulary items, especially the adjective words to describe a person since the
students could see the part explained directly from the pictures. It could also help the researcher to explain the organization of the text because
the researcher separated the different part of the picture for different part of the text. It also could help the students to focus on one thing at one
time as well. It would made the students’ work less messy and more
organized.
c Enhancing the students’ motivation to learn English
The pictures consisted in the cue cards were expected to make the students more enthusiastic in joining the class activities. The researcher
suspect that most students were interested in famous people because they knew them. That was the reason why the researcher used photos of
famous people to be used in the cue card. They were also interested in
